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arousal and anxiety Flashcards

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1
Q

Chamberlain, S. T. & Hale, B. D. (2007) article-
- impact of different types of anxiety intensity, direction and self confidence

A
  • Cognitive anxiety intensity, negative linear relationship with performance
  • somatic anxiety intensity, curvilinear relationship with performance
  • self-confidence intensity, positive linear relation.
  • Cognitive directional anxiety illustrated a positive linear relationship with putting performance.
  • direction (42% of variance) was a better predictor of performance than intensity (22%)
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2
Q

what is arousal

A

A state of activation that varies on a continuum from deep sleep to intense excitement

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3
Q

what is anxiety

A

Negative emotional state with feelings of nervousness & worry associated with the performance of a task

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4
Q

what is trait anxiety

A
  • general reelings of anxiety across all situations
  • A-trait
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5
Q

what is state anxiety

A
  • situation-specific apprehension/anxiety
  • A-state
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6
Q

what is associated with high trait anxiety

A

high state anxiety

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7
Q

cognitive anxiety
- what is it
- examples

A
  • The mental component of anxiety -
    – Worry
    – Negative thoughts
    – Feelings of nervousness or apprehension
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8
Q

somatic anxiety
- what is it
- examples
- what is it dependent on
- what drugs can be taken to reduce it

A
  • Perception of physical state
    – Increased respiration
    – Increased sweating
    – Increased heart rate
    – Physical nervousness (e.g., shaking, tense muscles)
  • perception as physiological changes arent always present or as intense as perceived
  • Beta blockers that reduce physiological effects
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9
Q

difference between anxiety intensity and direction
- how elite and amateur players differ in anxiety

A
  • intensity is how much anxiety one feels
  • direction is ones interpretation of anxiety as being facilitative or debilitating to performance
  • anxiety intensity similar but self confidence and direction of elite likely to be facilitative
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10
Q

what is stress
- what causes it

A
  • the Perceived demands of the situation and internal thoughts of ability to meet the demands
  • similar to anxiety
  • if performer thinks demand is higher than their ability so causes anxiety and stress
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11
Q

what is the 4 step stress cycle

A

1 - environmental demands
2- perception of demands
3- cognitive and somatic stress reaction
4- the performance produced

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12
Q

drive theory
- what is it
- impact on different level performers

A
  • higher arousal, higher likelihood of dominant response
  • higher skill level, higher likely correct dominant response, so high arousal would lead to dominant response
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13
Q

inverted u theory
- what is it
- what can cause optimal arousal to vary

A
  • Increased arousal improves performance up to a point, then further increases impair performance
  • vary from personality, skill level, task, sport
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14
Q

individual zones of optimal functioning (IZOP)

A
  • Each athlete has a zone/bandwidth of optimal anxiety in which they perform best - depend on skill, personality, level of performance
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15
Q

multidimensional anxiety theory
- what does it distinguish the difference between and what is the difference

A
  • cognitive and somatic anxiety
  • higher cognitive, lower performance
  • somatic is an inverted U
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16
Q

catastrophe theory
- explain the graph

A
  • performance increases with cognitive anxiety, until a point where cognitive anxiety and arousal are high and a rapid dramatic decline in performance occurs
  • athletes must regain control of arousal to recover performance to sub optimal
  • if not performance continues to fall
17
Q

control model of anxiety-
- what is it
- why is it different to other theories

A
  • stress occurs, the perception of our ability to control the environment and ourselves determines the anxiety response
  • if think you can control and succeed, anxiety interpreted as facilitative
  • if don’t think you can control and succeed, anxiety interpreted as debilitative
  • considers anxiety direction which has been shown to be a better predictor of performance than intensity
18
Q

limitations of drive theory

A
  • Too simplistic - cant explain…
    - why elite athletes sometimes choke under pressure
    - why novice athletes sometimes excel when under pressure or anxious conditions.
19
Q

limitations of inverted u

A
  • Unlikely that performance decreases in a smooth declining arc as over-arousal more likely to lead to a vertical plummet, eg. lyth and speith
20
Q

limitations of individual zones of optimal functioning
- a real eg. proving this limitation

A
  • doesnt explain the differences between athletes
  • doesn’t explain why the same athlete may have variations in performance at the same emotional intensity, eg. a pen in the same situation but a different outcome (Ronaldo)
21
Q

limitations of multidimensional anxiety theory

A
  • assumes cognitive anxiety is always bad
  • assumes a smooth decline in performance, eg. lyth and speith
22
Q

limitations of catastrophe theory

A
  • very difficult to test and research because its almost impossible to recreate the environment and feeling in research
23
Q

limitations of control model of anxiety

A
  • Doesn’t explain the anxiety-performance relationship
24
Q

limitation of all theories

A

All theories do not detail how anxiety and arousal impact/exert their effects on performance

25
Q

how can you measure arousal and anxiety

A
  • questionnaires
  • changes in HR, respiration, skin temp, cortisol levels
26
Q

advantages and disadvantages of physiological measures

A
  • can make direct comparisons
  • get quantifiable results
  • expensive
  • need training
  • not anxiety specific
27
Q

advantages and disadvantages of self report questionnaires

A
  • cheap
  • easy
  • can distinguish between different types of anxiety
  • can include bias
  • hard to compare
  • scales can be limiting and misunderstood
28
Q

how arousal and anxiety can impact muscle tension and coordination

A
  • cause soreness, pains
  • can reduce coordination
  • require more mental and muscular effort
29
Q

how arousal and anxiety can impact attention and concentration

A
  • over narrow atention
  • force dominant response
  • can be good as increases focus on the task
30
Q

implications of Arousal and anxiety for Coaches and sport psychologists

A
  • need to psych athletes up to optimal level (not always max)
  • need to know athletes’ sources of anxiety and try to help
  • create a positive team environment to reduce anxiety
  • get to know players and help with life problems which may impact performance an d anxiety
  • establish realistic goals
  • pre-performance routines
  • imagery and self talk (anxiety management techniques)
31
Q

what is panic disorder
- physical symptoms

A
  • an anxiety disorder that causes acute unrealistic and unfounded fear and anxiety
  • short breath, dizziness, increased hr, sweating, faintness
32
Q

6 different anxiety scales

A
  • Beck’s Anxiety Inventory (BAI)
    • Depression Anxiety Stress Scale
    • Hamilton Anxiety Scale (HAM-A)
    • Yale-Brown Obsessive Compulsive Scale (Y-BOCS)
    • The Patient Health Questionnaire - 9 (PHQ-9)
      • Generalized Anxiety Disorder - 7 (GAD-7) - shorter screening measures used in medical and community settings
33
Q

link between sedentary behaviour and anxiety and depression

A
  • sed behav associated with anxiety and depression risk
34
Q

impact of pa on anxiety and depressive disorders

A
  • high pa, reduced anxiety, panic attacks and depressive disorders
  • low pa, higher likelihood
35
Q

impact of exercise withdrawl

A

anxiety, depressive symptoms, fatigue, low self esteem, general mood, and general well being

36
Q

should exercise be used as treatment for anxiety and depression

A
  • is proved to be as good as treatment, not better so should be used alongside therapy for eg.
37
Q

what is depression

A

state of extreme sadness and low vitality, often with physical symptoms

38
Q

ways to assess depression

A
  • Beck’s Depression Inventory (BDI)
    • Hamilton Depression Rating Scale (HAM-D)
    • EQ-5D (>16 years: 8-15 years versions)
      • Centre for Epidemiologic Studies Depression Scale (CES-D)
39
Q

age-specific depression assessments

A
  • Children’s Depression Inventory (CDI)
    • Children’s Depression Rating Scale
    • Quick Inventory of Depressive Symptomatology Self-report (QIDS-SR)
    • PHQ-9
    • SF-36
    • Geriatric Depression Scale (GDS)
    • Life Satisfaction Index

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